ERIC Number: EJ1366062
Record Type: Journal
Publication Date: 2022
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1554-480X
EISSN: EISSN-1554-4818
Available Date: N/A
Literate Identity Negotiations and Supportive Teacher Discourse Moves in a Comic Writing Workshop
Qiao, Xue; Moses, Lindsey; Kelly, Laura Beth
Pedagogies: An International Journal, v17 n3 p206-226 2022
This article examines students' identities in teacher-student interactions during an eight-week comic unit within a fourth-grade literacy classroom. Though researchers have increasingly studied how teachers incorporated graphic novels and comics into the school literacy curriculum, few have documented the social interactions that students' multimodal composing is embedded in. Using microethnographic discourse analysis, we traced the identity work of two case studies at different reading levels during whole-class discussions and writing conferences and how their teacher supported their positive identity development through discourse moves. In this article, we show that the teacher's dialogic approach to teaching provided both students with opportunities to position themselves and be positioned as expert and comic author. We encourage educators to use multimodal literacy to create a supportive learning environment that transforms verbocentric school literacy and students' identities.
Descriptors: Cartoons, Writing Workshops, Self Concept, Teacher Student Relationship, Literacy Education, Novels, Teaching Methods, Multimedia Materials, Case Studies, Dialogs (Language), Authors, Multiple Literacies, Units of Study, Grade 4, Elementary School Teachers, Elementary School Students, Sociocultural Patterns, Student Diversity, Video Technology
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A